GREAT IDEAS FOR TEACHING (G.I.F.T.)
Call for Papers 2008 Central States Communication Association in Madison, Wisconsin
Communication: An Activist's Tool for Exploring, Explaining, and Engaging Human Behavior Deadline for submissions is October 1, 2007; conference dates: April 9 – April 13, 2008
Great Ideas For Teaching (G.I.F.T.) is seeking submissions of teaching ideas to share with veteran and new instructors. It is a round-table discussion of class tested teaching activities appropriate in communication courses, either public speaking, interpersonal, small group or hybrid, demonstrating theories or concepts. Presenters will share their idea four times in 15-minute increments to different small groups during the G.I.F.T. session.
We welcome any topic related to teaching activities. However, we encourage submissions that specifically focus on the convention theme and engage our students to explore communication as an activist's tool
Required format for submission
Identify the concept being covered in the activity
Identify in which course(s) it is applicable
Identify a list of materials needed
Provide instructions for conducting the activity including the amount of time needed.
If the activity has background research, a short bibliography may be included. The author's name should not appear in the description of the activity or elsewhere in these two pages. The submission should be no longer than two pages with a removable cover page including the author's name, school affiliation, an indication if they are a current member of CSCA, complete mailing address and e-mail address, to assist in the blind review.
The top idea/activity submitted will be recognized with an award.
Please submit all proposals as a Microsoft Word attachment to Jeanine Fassl at fasslj@uww.edu. Deadline for submissions is October 1, 2007.
Please do not hesitate to contact Tushar Raman Oza (oza@oakland.edu) at 248-650-2765 or Jeanine Fassl ( fasslj@uww.edu) at 262-472-1695.
Please provide contact information including your E-mail address, office, home, and fax numbers so we may contact you as soon as possible after the deadline.
We have included a sample submission (without the cover page) below as a reference.
SAMPLE SUBMISSION:
MODELING THE COMMUNICATION PROCESS
OBJECTIVE: To illustrate that although the elements of the communication process are fairly standard in most communication texts, the actual visual depiction and choice of words used to define similar concepts can be vastly different.
COURSES: The Basic Course, Public Speaking, Interpersonal, Small Group
RATIONALE: Since the foundation of any communication course, regardless of the focus, is based upon a thorough understanding of the elements involved in the communication process, it is important that diverse interpretations are explored, processed and expanded for optimum comprehension. Incorporating the creative and critical thinking components with this exercise enhances the potential for students to take ownership of the theory. The diversity of interpretations lends itself to a discussion of how perception can play a part in developing a text and that there is more than one way to explain this concept. The students are then engaged in creative and critical thinking in the development of their own model
TIME FOR ACTIVITY: 45-55 MIN.
RESOURCES NEEDED: 4-5 DIFFERENT COPIES OF BASIC COMMUNICATION TEXTS THAT INCLUDE A MODEL OF COMMMUNICATION. (One for every group of 5-7 students)
ACTIVITY: After a thorough explanation of the elements of the communication process based on your own course textbook, assign students to small groups of 5-7 students each. Give each group one copy of another text and ask them to find the communication model by that author. Ask them to discuss within their group the major similarities and differences they find between the two models of communication. Why is there a difference? 10 minutes.
Direct the groups to "re-interpret" the modeling process and ask them to design a new one. Assign each group appropriate space on the board (newsprint or poster board may also be used) to display their new model. 15 minutes.
Have one member of each group explain this new model and what, if any, changes they made and why they made those changes. 2-5 minutes each.
DEBRIEF: After all "new" models have been explained, ask for input on the significant differences, if any, between the "new" models. Explore the reasons that may have influenced the perceptions of one group or another. What are the possible explanations for the differences in interpretations by the "communication professionals"? (The most significant factor may be the date of publication if you include one or two "old" texts.) 5-10 minutes.
APPRAISAL: This activity appeals to visual, auditory and experiential learners. The ability to see multiple interpretations of the same concept in image and word choice increases the opportunity of connecting with the multiple learning styles of the typical college classroom. The comparison of the images in the various texts increases learning on the part of the visual learner, listening to the student presentations of the "new" models appeals to the auditory learner and the process of designing and explaining the "new" model helps experiential learners to understand the fundamental concepts. All of the students are engaged in creative and critical thinking. Since this activity is usually done in the first week of the semester, it sets the stage for the on-going process of creative and critical thinking in applying the other communication theories and concepts to the students' everyday life.
BIBLIOGRAPHY: Appropriate citations following APA style would be included here.
Call for Papers
The new issue of International Journal for the Scholarship of Teaching & Learning The submission deadline for the January 2008 issue of IJ-SoTL is November 15, 2007.
From: Alan Altany [mailto:aaltany@georgiasouthern.edu] Sent: Thu 8/16/2007 11:11 AM Subject: New Issue, Int'l Journal for College Teaching & Learning
This is a one-time message about the publication of a new issue of an open access, peer-reviewed academic journal that is quickly becoming a major international journal for improving college teaching & learning. In order for you and your departmental or college colleagues to receive notice when issues are published, see the directions below. Thank you.
The submission deadline for the January 2008 issue of IJ-SoTL is November 15, 2007.
Thank you.
Alan Altany P.S.
The inaugural SoTL Commons: An International Conference for the Scholarship of Teaching & Learning will be held November 1 - 2, 2007 at Georgia Southern University in Statesboro, Georgia. Presentations are listed at http://www.georgiasouthern.edu/ijsotl/conference/presenters.htm__. Presenters are from Australia, Canada, Czech Republic, England, New Zealand, Singapore, South Africa, Sweden, Swaziland, Switzerland, and around the United States. Registrations are being accepted until the conference is full.
Alan Altany, Ph.D.
Director, Center for Excellence in Teaching
Editor, International Journal for SoTL
Georgia Southern University
Statesboro, Georgia, USA 30460-8143
Email: aaltany@georgiasouthern.edu
CET: http://academics.georgiasouthern.edu/cet/
IJ-SoTL: http://www.georgiasouthern.edu/ijsotl/
SoTL Commons Conference: http://www.georgiasouthern.edu/ijsotl/conference/ Communication Education Special Issue
“Instructional Communication in Organizational Contexts:
Innovations in Training and Consulting”
Call for Papers DUE DATE: December 10, 2007
In an effort to extend the outreach and scope of Communication Education, a special issue will be devoted to the training and consulting activities that communication specialists perform. We have a large constituency of educators in communication who regularly do organizational consulting work including training, coaching, assessment, strategic planning, and research & development. At the same time, we have large numbers of graduating students who aspire to do work as trainers and consultants. There is a unique demand within companies that range from non-profits to innovative entreprenuerships to Fortune 100 companies for communication scholars’ expertise. Consequently, a special issue that features the planning, execution, and assessment of various types of consulting and training projects will be particularly useful to readers of CE.
Trainers and consultants are invited to submit brief essays or case studies describing a particularly unique or innovative training program or consultative project conducted with a specific client/organization. Essays should ask and answer the following or related questions:
· Who was the client and how was the client obtained? (Given confidentiality agreements, this information may need to be concealed.)
· What were the objectives of the training/project/intervention?
· What process was employed to meet those objectives (e.g., needs assessment, development of targeted training materials)?
· What strategies or training methods were used?
· What were the actual deliverables?
· How was the project evaluated/assessed?
· In what ways did instructional communication theory or research direct and inform the project?
DUE DATE August 31, 2007
Western States Communication Association
Communication and Instruction Interest Group Call for Submissions
WSCA 2008 Convention: Engaging Through Service
COMPETITIVE PAPERS
1. Authors are encouraged to submit papers to the Communication and Instruction interest group for competitive selection. Papers may include research reports employing any methodology, theoretical developments or critiques, and critical analyses. Each author may submit only one paper to this interest group.
Competitive papers should not have been presented previously at another conference, be accepted for publication, or have been published.
2. Submitted papers should include:
(a) A detachable title page with title of paper, names of all authors, and their addresses, phone numbers, email addresses, and affiliations. Again, this information should be included for each author and should be double checked for accuracy.
(b) A 250-500-word abstract of the paper (with title appearing on this page).
(c) A maximum of twenty-five pages of text.
(d) No information in the paper that identifies the author(s) (beyond that which appears on the title page).
3. Student/Debut: Communication and Instruction welcomes student and debut papers. Papers should be clearly marked on the title page if the paper is a student paper or debut. Papers that are Debut papers should be marked "DEBUT" in the upper right-hand corner of the title page. Please also indicate whether each author is a bachelors, masters, or doctoral student.
4. Five copies of each competitive paper must be RECEIVED NO LATER THAN Friday, August 31, 2007:
Dr. Elise J. Dallimore
Department of Communication Studies
101 Lake Hall
Northeastern University
Boston, MA 02115
II. PROGRAM PROPOSALS
1. Program proposals should focus on a unifying theme relevant to research, theory, or instruction in the area of communication and instruction—all paradigms and approaches are welcome. Programs may consist of a chair, individual presenters, and a critic respondent; however, roundtable discussions, performance venues, or other unique formats are encouraged. In alternative program formats, respondents may be included or omitted as appropriate. Innovative program proposals, especially those that provide opportunities for engaged interaction among participants and attendees are encouraged. Programs co-sponsored with other interest groups are also welcome. Feel free to contact the program chair with questions about possible programs and panels ideas.
2. Program proposals should include the following:
(a) Thematic title of the program
(b) Names, addresses, phones, e-mail addresses, and affiliations of all participants
(c) Title and brief description of each presentation
(d) Equipment needed for the panel
(Note: Equipment availability is extremely limited. See the WSCA Policy on the Use of Audio-Visual Equipment at Conventions.)
3. Five copies of each program proposal must be RECEIVED NO LATER THAN Friday, August 31, 2007. Specific information about submitting to interest groups will be posted on the WSCA website (http://www.westcomm.org/) at the completion of the February 2007 conference and printed in the WSCA Newsletter prior to the 2008 conference. Submissions should be sent to:
Dr. Elise J. Dallimore
Department of Communication Studies
101 Lake Hall
Northeastern University
Boston, MA 02115
Scholarly Writing Retreat
This five day writing seminar is designed for aspiring and established Communication scholars seeking to present their research at professional conferences and/or publish their work in refereed journals. (Thanks,Elaine, for the heads up.) http://www.lclark.edu/~mreyes/2007writingretreat.html Western States Communication Association General Call SITE 2008
Society for Information Technology and Teacher Education
International Conference
March 3-7, 2008 * Las Vegas, Nevada
(Riviera Hotel & Casino Convention Center)
CALL FOR PARTICIPATION Submissions Due: Oct. 22, 2007
Organized by
Society for Information Technology and Teacher Education (SITE) http://site.aace.org/
and
Association for the Advancement of Computing in Education (AACE) http://www.aace.org/
27th Internationational Conference on Critical Thinking Announcements From the Foundation for Critical Thinking. On-line registration is now available for the following events: The 27th Annual International Conference on Critical Thinking Preconference July 21-22 / Conference July 23-26, 2007
Theme: Ultimate Goals, Subject-based Contextualizations, Documented Results; Critical Thinking in Every Field of Knowledge & Belief
DoubleTree Hotel and Executive Meeting Center Berkeley Marina - Berkeley, California National Academy on Critical Thinking Testing and Assessment - September 11-13, 2007
Theme: How Can We Best Test and Assess Critical Thinking?
DoubleTree Hotel and Executive Meeting Center Berkeley Marina - Berkeley, California Business Seminar on Critical Thinking Sept. 11-13 2007
Theme: Critical Thinking Theory and Practice: For Business Executives, Managers, Decision-makers, Team Leaders
DoubleTree Hotel and Executive Meeting Center Berkeley Marina - Berkeley, California The 2nd International Academy on Critical Thinking September 3-6, 2008
Theme: Teaching Critical Thinking, Building Community - New College, Oxford University, United Kingdom
(registration has not opened for this event)The 3rd Annual International Academy On Critical Thinking August 25-28, 2009
To be held at St. John's College, Cambridge University, United Kingdom
(registration has not opened for this event) The Critical Thinking Learning Center: On-line Courses For Those Who Teach: Register now for Fall Courses CT700 and CT701. Course sessions begin August 21, 2007
Learn the Foundations of Critical Thinking While Incorporating Them Into Your Classes
Call to preRegister: 800.833.3645 (Online registration opening soon) Critical Thinking in the News:
Visit our News & Critique section for a listing of up-to-date stories in the world press regarding critical thinking, educational reform and social commentary
Call for Papers
2008 Central States Communication Association in Madison, Wisconsin
Communication: An Activist's Tool for Exploring, Explaining, and Engaging Human Behavior
Deadline for submissions is October 1, 2007; conference dates: April 9 – April 13, 2008
Great Ideas For Teaching (G.I.F.T.) is seeking submissions of teaching ideas to share with veteran and new instructors. It is a round-table discussion of class tested teaching activities appropriate in communication courses, either public speaking, interpersonal, small group or hybrid, demonstrating theories or concepts. Presenters will share their idea four times in 15-minute increments to different small groups during the G.I.F.T. session.
We welcome any topic related to teaching activities. However, we encourage submissions that specifically focus on the convention theme and engage our students to explore communication as an activist's tool
Required format for submission
The top idea/activity submitted will be recognized with an award.
Please submit all proposals as a Microsoft Word attachment to Jeanine Fassl at fasslj@uww.edu. Deadline for submissions is October 1, 2007.
Please do not hesitate to contact Tushar Raman Oza (oza@oakland.edu) at 248-650-2765 or Jeanine Fassl ( fasslj@uww.edu) at 262-472-1695.
Please provide contact information including your E-mail address, office, home, and fax numbers so we may contact you as soon as possible after the deadline.
We have included a sample submission (without the cover page) below as a reference.
SAMPLE SUBMISSION:
MODELING THE COMMUNICATION PROCESS
OBJECTIVE: To illustrate that although the elements of the communication process are fairly standard in most communication texts, the actual visual depiction and choice of words used to define similar concepts can be vastly different.
COURSES: The Basic Course, Public Speaking, Interpersonal, Small Group
RATIONALE: Since the foundation of any communication course, regardless of the focus, is based upon a thorough understanding of the elements involved in the communication process, it is important that diverse interpretations are explored, processed and expanded for optimum comprehension. Incorporating the creative and critical thinking components with this exercise enhances the potential for students to take ownership of the theory. The diversity of interpretations lends itself to a discussion of how perception can play a part in developing a text and that there is more than one way to explain this concept. The students are then engaged in creative and critical thinking in the development of their own model
TIME FOR ACTIVITY: 45-55 MIN.
RESOURCES NEEDED: 4-5 DIFFERENT COPIES OF BASIC COMMUNICATION TEXTS THAT INCLUDE A MODEL OF COMMMUNICATION. (One for every group of 5-7 students)
ACTIVITY: After a thorough explanation of the elements of the communication process based on your own course textbook, assign students to small groups of 5-7 students each. Give each group one copy of another text and ask them to find the communication model by that author. Ask them to discuss within their group the major similarities and differences they find between the two models of communication. Why is there a difference? 10 minutes.
Direct the groups to "re-interpret" the modeling process and ask them to design a new one. Assign each group appropriate space on the board (newsprint or poster board may also be used) to display their new model. 15 minutes.
Have one member of each group explain this new model and what, if any, changes they made and why they made those changes. 2-5 minutes each.
DEBRIEF: After all "new" models have been explained, ask for input on the significant differences, if any, between the "new" models. Explore the reasons that may have influenced the perceptions of one group or another. What are the possible explanations for the differences in interpretations by the "communication professionals"? (The most significant factor may be the date of publication if you include one or two "old" texts.) 5-10 minutes.
APPRAISAL: This activity appeals to visual, auditory and experiential learners. The ability to see multiple interpretations of the same concept in image and word choice increases the opportunity of connecting with the multiple learning styles of the typical college classroom. The comparison of the images in the various texts increases learning on the part of the visual learner, listening to the student presentations of the "new" models appeals to the auditory learner and the process of designing and explaining the "new" model helps experiential learners to understand the fundamental concepts. All of the students are engaged in creative and critical thinking. Since this activity is usually done in the first week of the semester, it sets the stage for the on-going process of creative and critical thinking in applying the other communication theories and concepts to the students' everyday life.
BIBLIOGRAPHY: Appropriate citations following APA style would be included here.
Call for Papers
The new issue of International Journal for the Scholarship of Teaching & Learning
The submission deadline for the January 2008 issue of IJ-SoTL is November 15, 2007.
From: Alan Altany [mailto:aaltany@georgiasouthern.edu]
Sent: Thu 8/16/2007 11:11 AM
Subject: New Issue, Int'l Journal for College Teaching & Learning
This is a one-time message about the publication of a new issue of an open access, peer-reviewed academic journal that is quickly becoming a major international journal for improving college teaching & learning. In order for you and your departmental or college colleagues to receive notice when issues are published, see the directions below. Thank you.
The new issue of International Journal for the Scholarship of Teaching & Learning (IJ-SoTL)
is now online and freely accessable at http://www.georgiasouthern.edu/ijsotl/current.htm__.
To receive an email notification when new issues of IJ-SoTL are published, go to
http://www.georgiasouthern.edu/ijsotl/email_notification.htm.
Your email address will not be given to anyone or any third parties .
The submission deadline for the January 2008 issue of IJ-SoTL is November 15, 2007.
Thank you.
Alan Altany
P.S.
The inaugural SoTL Commons: An International Conference for the Scholarship of Teaching & Learning will be held November 1 - 2, 2007 at Georgia Southern University in Statesboro, Georgia. Presentations are listed at http://www.georgiasouthern.edu/ijsotl/conference/presenters.htm__. Presenters are from Australia, Canada, Czech Republic, England, New Zealand, Singapore, South Africa, Sweden, Swaziland, Switzerland, and around the United States. Registrations are being accepted until the conference is full.
Alan Altany, Ph.D.
Director, Center for Excellence in Teaching
Editor, International Journal for SoTL
Georgia Southern University
Statesboro, Georgia, USA 30460-8143
Email: aaltany@georgiasouthern.edu
CET: http://academics.georgiasouthern.edu/cet/
IJ-SoTL: http://www.georgiasouthern.edu/ijsotl/
SoTL Commons Conference: http://www.georgiasouthern.edu/ijsotl/conference/
Communication Education Special Issue
“Instructional Communication in Organizational Contexts:
Innovations in Training and Consulting”
Call for Papers
DUE DATE: December 10, 2007
In an effort to extend the outreach and scope of Communication Education, a special issue will be devoted to the training and consulting activities that communication specialists perform. We have a large constituency of educators in communication who regularly do organizational consulting work including training, coaching, assessment, strategic planning, and research & development. At the same time, we have large numbers of graduating students who aspire to do work as trainers and consultants. There is a unique demand within companies that range from non-profits to innovative entreprenuerships to Fortune 100 companies for communication scholars’ expertise. Consequently, a special issue that features the planning, execution, and assessment of various types of consulting and training projects will be particularly useful to readers of CE.
Trainers and consultants are invited to submit brief essays or case studies describing a particularly unique or innovative training program or consultative project conducted with a specific client/organization. Essays should ask and answer the following or related questions:
· Who was the client and how was the client obtained? (Given confidentiality agreements, this information may need to be concealed.)
· What were the objectives of the training/project/intervention?
· What process was employed to meet those objectives (e.g., needs assessment, development of targeted training materials)?
· What strategies or training methods were used?
· What were the actual deliverables?
· How was the project evaluated/assessed?
· In what ways did instructional communication theory or research direct and inform the project?
To facilitate rapid review, submit your essay (10 - 12 pages) online at //Communication Education’s// Manuscript Central site at http://mc.manuscriptcentral.com/rced Specify in the cover letter that your paper is a “special issue” submission. Questions? E-mail Editor Pat Kearney at: patcomed@aol.com
Deadline for submissions: December 10, 2007
DUE DATE August 31, 2007
Western States Communication Association
Communication and Instruction Interest Group
Call for Submissions
WSCA 2008 Convention: Engaging Through Service
COMPETITIVE PAPERS
1. Authors are encouraged to submit papers to the Communication and Instruction interest group for competitive selection. Papers may include research reports employing any methodology, theoretical developments or critiques, and critical analyses. Each author may submit only one paper to this interest group.
Competitive papers should not have been presented previously at another conference, be accepted for publication, or have been published.
2. Submitted papers should include:
(a) A detachable title page with title of paper, names of all authors, and their addresses, phone numbers, email addresses, and affiliations. Again, this information should be included for each author and should be double checked for accuracy.
(b) A 250-500-word abstract of the paper (with title appearing on this page).
(c) A maximum of twenty-five pages of text.
(d) No information in the paper that identifies the author(s) (beyond that which appears on the title page).
3. Student/Debut: Communication and Instruction welcomes student and debut papers. Papers should be clearly marked on the title page if the paper is a student paper or debut. Papers that are Debut papers should be marked "DEBUT" in the upper right-hand corner of the title page. Please also indicate whether each author is a bachelors, masters, or doctoral student.
4. Five copies of each competitive paper must be RECEIVED NO LATER THAN Friday, August 31, 2007:
Dr. Elise J. Dallimore
Department of Communication Studies
101 Lake Hall
Northeastern University
Boston, MA 02115
II. PROGRAM PROPOSALS
1. Program proposals should focus on a unifying theme relevant to research, theory, or instruction in the area of communication and instruction—all paradigms and approaches are welcome. Programs may consist of a chair, individual presenters, and a critic respondent; however, roundtable discussions, performance venues, or other unique formats are encouraged. In alternative program formats, respondents may be included or omitted as appropriate. Innovative program proposals, especially those that provide opportunities for engaged interaction among participants and attendees are encouraged. Programs co-sponsored with other interest groups are also welcome. Feel free to contact the program chair with questions about possible programs and panels ideas.
2. Program proposals should include the following:
(a) Thematic title of the program
(b) Names, addresses, phones, e-mail addresses, and affiliations of all participants
(c) Title and brief description of each presentation
(d) Equipment needed for the panel
(Note: Equipment availability is extremely limited. See the WSCA Policy on the Use of Audio-Visual Equipment at Conventions.)
3. Five copies of each program proposal must be RECEIVED NO LATER THAN Friday, August 31, 2007. Specific information about submitting to interest groups will be posted on the WSCA website (http://www.westcomm.org/) at the completion of the February 2007 conference and printed in the WSCA Newsletter prior to the 2008 conference. Submissions should be sent to:
Dr. Elise J. Dallimore
Department of Communication Studies
101 Lake Hall
Northeastern University
Boston, MA 02115
Scholarly Writing Retreat
This five day writing seminar is designed for aspiring and established Communication scholars seeking to present their research at professional conferences and/or publish their work in refereed journals. (Thanks,Elaine, for the heads up.)
http://www.lclark.edu/~mreyes/2007writingretreat.html
Western States Communication Association
General Call
SITE 2008
Society for Information Technology and Teacher Education
International Conference
March 3-7, 2008 * Las Vegas, Nevada
(Riviera Hotel & Casino Convention Center)
CALL FOR PARTICIPATION
Submissions Due: Oct. 22, 2007
Organized by
Society for Information Technology and Teacher Education (SITE)
http://site.aace.org/
and
Association for the Advancement of Computing in Education (AACE)
http://www.aace.org/
27th Internationational Conference on Critical Thinking
Announcements From the Foundation for Critical Thinking.
On-line registration is now available for the following events:
The 27th Annual International Conference on Critical Thinking Preconference July 21-22 / Conference July 23-26, 2007
Theme: Ultimate Goals, Subject-based Contextualizations, Documented Results; Critical Thinking in Every Field of Knowledge & Belief
DoubleTree Hotel and Executive Meeting Center Berkeley Marina - Berkeley, California
National Academy on Critical Thinking Testing and Assessment - September 11-13, 2007
Theme: How Can We Best Test and Assess Critical Thinking?
DoubleTree Hotel and Executive Meeting Center Berkeley Marina - Berkeley, California
Business Seminar on Critical Thinking Sept. 11-13 2007
Theme: Critical Thinking Theory and Practice: For Business Executives, Managers, Decision-makers, Team Leaders
DoubleTree Hotel and Executive Meeting Center Berkeley Marina - Berkeley, California
The 2nd International Academy on Critical Thinking September 3-6, 2008
Theme: Teaching Critical Thinking, Building Community - New College, Oxford University, United Kingdom
(registration has not opened for this event)The 3rd Annual International Academy On Critical Thinking August 25-28, 2009
To be held at St. John's College, Cambridge University, United Kingdom
(registration has not opened for this event)
The Critical Thinking Learning Center:
On-line Courses For Those Who Teach: Register now for Fall Courses CT700 and CT701. Course sessions begin August 21, 2007
Learn the Foundations of Critical Thinking While Incorporating Them Into Your Classes
Call to preRegister: 800.833.3645 (Online registration opening soon)
Critical Thinking in the News:
Visit our News & Critique section for a listing of up-to-date stories in the world press regarding critical thinking, educational reform and social commentary